Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color

Leticia Rojas, Daniel Liou

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.

Original languageEnglish (US)
Pages (from-to)28-40
Number of pages13
JournalJournal of Teacher Education
Volume68
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

social justice
sympathy
Teaching
teacher
student
educational opportunity
school education
oppression
fairness
respect
low income
curriculum
responsibility
ability
history
evaluation
school
learning
education

Keywords

  • class
  • critical pedagogy
  • equity
  • gender
  • instructional practices
  • race
  • school/teacher effectiveness
  • social justice

ASJC Scopus subject areas

  • Education

Cite this

Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color. / Rojas, Leticia; Liou, Daniel.

In: Journal of Teacher Education, Vol. 68, No. 1, 01.01.2017, p. 28-40.

Research output: Contribution to journalArticle

@article{57a42502214543c0b426cbaa16b24419,
title = "Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color",
abstract = "This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.",
keywords = "class, critical pedagogy, equity, gender, instructional practices, race, school/teacher effectiveness, social justice",
author = "Leticia Rojas and Daniel Liou",
year = "2017",
month = "1",
day = "1",
doi = "10.1177/0022487116676314",
language = "English (US)",
volume = "68",
pages = "28--40",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color

AU - Rojas, Leticia

AU - Liou, Daniel

PY - 2017/1/1

Y1 - 2017/1/1

N2 - This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.

AB - This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.

KW - class

KW - critical pedagogy

KW - equity

KW - gender

KW - instructional practices

KW - race

KW - school/teacher effectiveness

KW - social justice

UR - http://www.scopus.com/inward/record.url?scp=85002301219&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85002301219&partnerID=8YFLogxK

U2 - 10.1177/0022487116676314

DO - 10.1177/0022487116676314

M3 - Article

VL - 68

SP - 28

EP - 40

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 1

ER -